Grammar for Everyone - Barbara Dykes 2007

Format 3 - clause analysis tree
Introduction
Part II The parts of speech

Beginner

Sentence: The zoo was closed for three days, because a large lion from Africa had escaped.

Complex sentence

Advanced

Sentence: When he paused for a brief rest, where the ground was less steep, George noticed a marker which the previous climber had planted beside a large boulder and he knew, without a doubt, that he was on the right track.

Compound-complex sentence

27.1 Activities: clause analysis

1. Students write sentences containing the following:

a. one main clause only

b. one main clause and two subordinate clauses

c. two main clauses and two subordinate clauses

d. one main clause, one adverbial clause and one adverbial phrase

e. one main clause, one subordinate clause, one adjectival phrase and one adverbial phrase

2. Students are given a main clause surrounded by possible additions. They fill in the dotted lines below each, naming its function, such as adjectival phrase, noun clause etc.

Sentences for analysis - beginner

a. The crocodile lunged, as the tourist bent down to take a photograph.

b. We tied balloons that the girls had blown up to the gate post.

c. Dad was furious when we lost his spanner and he threatened to punish us.

d. I hope you will give us a hand to cook lamingtons for the party.

e. Although the star of the show fell sick, her understudy played the part really well.

f. The show was as good as it was last year so we plan to go again next year.

g. If you tell a lie you can be sure that the truth will find you out.

h. The food that we had accidentally left in the fridge was so smelly that even the dog would not eat it.

i. Tie the ends as I showed you and then it will not come undone. Sentences for analysis - advanced

a. I don’t know why you feel so guilty about a crime you did not commit.

b. Ride as well as you can, because if you win I shall pay for you to have lessons.

c. All through the night the drums sounded, warning the nearby tribes that they were preparing for battle.

d. Although it was dark, we struggled on until we found the spot where Taffy had spent that night, which had turned out to be his last.

e. Davy knew that the old man would bring the map showing the site where the whisky barrels had been rolled up the beach by the smugglers, whom he was now hoping to catch.

f. We ducked behind the building as we saw the horse, which had been startled by the explosion, gallop up the street towards us.

g. The boss was so angry because he told me to pull the lever and I pulled the wrong one, so all the machinery, which had been switched on only ten minutes earlier, came to a grinding halt.

h. Tell me how we can persuade the mayor to change the by-laws that have prevented us from parking near the town hall, even if we are delivering goods.

i. The elephant lurched into the circus ring which was surrounded by spectators and, while we watched in disbelief, he picked up the clown and tossed him high into the air, whence he landed on a strategically placed trampoline.

j. Although demand had increased, the service reduced its overtime hours, because it felt that the efficient practices now in place were benefiting the community which had previously been complaining about the harm to family life.

3. Clauses game

A large supply of cards is prepared, approximately 60 per six students. Students can share in preparing these. More cards will make the game more fun.

a. Sentences are provided or constructed with the help of the students. The sentences should not be connected, but each should include:

a subject consisting of one or more words, for example: My grandad

a verb: dropped

an object (if applicable): a pile of plates

a clause: when he was helping Grandma

a phrase: in the kitchen

interjections/conjunctions: and, or, but etc

b. The cards are allocated evenly, and each has the name of a sentence part written at the top. It is a good idea to use a different coloured pen for each sentence part.

c. The part of a chosen sentence (each one is done separately) that matches the name of the sentence part is written below.

d. Scores are allocated in order of difficulty, for example: Interjection/ Conjunction 1, subject/object 2, verb 3, phrase 4, clause 5

Example of card

e. When the game is finished, the cards are shuffled into a pack.

Play

Cards are dealt until each student has seven. The remaining pack is laid face down on the table, with one card upturned beside it.

Aim

Students each try to form a sentence (it must be grammatical, but it can be nonsense!) by putting together any of the components in their hands. Once a player has formed a sentence with at least three cards, he/she may, before their turn, lay the sentence down on the table where others can see it.

Each player in turn picks up one card from the pack, and discards one card from his hand, which he puts on the pile facing upwards.

A player may take the card on the top of the facing up pile if he wants it. If he now has a complete sentence, he must wait for his next turn before laying it down.

Players may add a card to another’s sentence in order to deplete his own hand, but he should do this only after he has laid down at least one sentence of his own.

The game ends when one player has got rid of all his cards.

Scoring

All players add up the numbers printed on the cards they have laid down. This is their plus score. They must then deduct the total of the numbers of those cards left in their hand. The winner is the player with the highest score.

More cards may be added and divided into adjectival or adverbial phrases or clauses with the category printed on each card. This activity provides reinforcement.

Checklist: clause analysis

Students should now be able to:

• write all forms of sentence (simple, compound, complex and compound-complex) grammatically and fluently

• name kinds of clauses

• form clauses of given categories and add to simple sentences

• analyse sentences correctly using one of the formats given